This thesis explores the key role of physical education (PE) teachers in preventing and addressing peer violence in the school environment. Peer violence can be physical, verbal, emotional, or cyberbullying. It represents a serious issue with long-term consequences for the physical and mental health of students. Due to the nature of their work, PE teachers are often in a position to be the first to recognize violence among students, as their activities involve intense interaction and physical presence. By analyzing different teaching styles, the thesis shows how competitive approaches can encourage conflicts and bullying behaviors among students. On the other hand, cooperative methods that foster teamwork and mutual support reduce the risk of violence. The introduction and promotion of a positive school climate, where values such as fair play, mutual respect, and inclusivity are nurtured, are essential for creating a safe and supportive environment for all students. The thesis also examines how individual characteristics of students, such as physical abilities, appearance, and motor skills, often play a role in bullying behavior. Students with poorer physical skills or lower status among peers may be more susceptible to teasing and exclusion during PE classes. Furthermore, students with disabilities and specific developmental disorders of scholastic skills (SDDSS) are more likely to become victims of violence, highlighting the importance of adapting teaching content to ensure the inclusion of all students. The thesis concludes that PE teachers, by promoting positive social values and social-emotional learning, have a unique opportunity to contribute to reducing violence in schools. Inclusive approaches and empowering students through physical activities can significantly contribute to strengthening social cohesion and creating a safer school environment for everyone.